Suchergebnisse

In the contemporary world, in which the political debates have plagued the current social affairs, including education, literature appears to be the ultimate solution to formulate a culturally unprejudiced educational curriculum. It has the power to establish a unique interpretive community with shared global prototypes, based on a political- liberated syllabus, to unite the diverse human societies. Respectively, a pragmatic educational program must be defined that respects the multi- culturally structured identities. Apparently, newly–fashioned diasporic identities experience a sense of hybridism. This cultural fusion enables them to appreciate a wide range of culturally diverse literary texts, reflected in the polyphonic teaching approaches. Diasporic perception of literature is liberated from chronotopic socio-cultural paradigms and constructs a novel polyphonic educational domain, based on mutual respect and pluralism. This study aims to investigate the role of diasporic literature, in educational curriculum designing, in language acquisition, in order to generate a polyphonic teaching style, by infusing the controversial literary theories and teaching methodologies.

This paper is a brief review of the literature on contests, with focus on rent-seeking. A fairly general contest model is presented. We show that the Tullock contest model and the first-prize sealed-bid auction model are obtained as special cases. Some important modifications of the basic model are reviewed: hierarchical rent-seeking, rent-seeking under risk aversion, insecure rents, sabotage in rent-seeking contests, contest design, commitment and endogenous order of moves, and dynamic rent-seeking. [Copyright Elsevier B.V.]

Dropping out of school remains a complex and multidimensional phenomenon because of the multitude of factors involved in its study. The purpose of this paper is to provide an overview of the various factors that may be involved in the study of school dropout (focus on African context). The definitions of this concept vary from one country to another in view of these realities. In addition, the factors listed have been divided into three main dimensions, starting with individual factors, i.e., those specific to the child, and family factors, which correspond to the child's family environment and the role of parents in the child's schooling. And finally, factors specific to the school environment (teacher-principal relations, principal's leadership, infrastructure, etc.). The indicators of dropout can be grouped into six points: lack of investment in learning, negative representation of the school, academic arrhythmia, learning difficulties, and poor academic performance, and refusal of school status outside of school.

This essay interrogates the relationship of post‐Enlightenment epistemology to the conduct of modern politics through the thought of Simone Weil and Albert Camus. Contemporaries and fellow members of the French Resistance, Weil and Camus begin their critiques of modern politics with critiques of modern epistemology. They begin from different orientations to reality: Weil's is a God‐centered universe of "necessity," while Camus's concern is to live with the "absurdity" of human existence. Their shared experience with the violence of modern politics, however, led them to similar conclusions: a calculative form of reason, presumably capable of unmasking the mysteries of (human) nature and positing totalizing explanations of human experience entails the perpetration of a destructive and dehumanizing violence on human existence and nature in general. Overcoming our epistemological prejudices is the first step to reclaiming politics for human beings.

Over the last decade, organized criminal violence has reached unprecedented levels and has caused as much violent death globally as direct armed conflict. Nonetheless, the study of organized crime in political science remains limited because these organizations and their violence are not viewed as political. Building on recent innovations in the study of armed conflict, I argue that organized criminal violence should no longer be segregated from related forms of organized violence and incorporated within the political violence literature. While criminal organizations do not seek to replace or break away from the state, they have increasingly engaged in the politics of the state through the accumulation of the means of violence itself. Like other non-state armed groups, they have developed variously collaborative and competitive relationships with the state that have produced heightened levels of violence in many contexts and allowed these organizations to gather significant political authority. I propose a simple conceptual typology for incorporating the study of these organizations into the political violence literature and suggest several areas of future inquiry that will illuminate the relationship between violence and politics more generally.

Using an exhaustive selection of primary sources, this book presents a rich and textured picture of Indonesian politics and society from 1965 to the dramatic changes which have taken place in recent years. Providing a complete portrait of the Indonesian political landscape, this authoritative reader is an essential resource in understanding the history and contradictions of the New Order, current social and political conditions and the road ahead

Die annotierte Bibliographie soll dem Lehrer die Vorbereitung und Durchführung des gesellschaftswissenschaftlichen Unterrichts durch kommentierte Hinweise auf fachwissenschaftliche und fachdidaktische Literatur und AV-Medien erleichtern. Im Hinblick auf die praxisnahe Nutzbarkeit der Bibliographie werden didaktische Schwerpunkte gesetzt, u.a. 13. August 1961, Berlin, Neutralität und Neutralismus, Oder-Neiße-Linie, Ost-West-Konflikt und Vergleich von Teilsystemen. Im Anhang ist der Beschluß der Kultusministerkonferenz vom 23.11.78 zur Behandlung der deutschen Frage im Unterricht wiedergegeben. Der Anhang enthält ferner eine thematische Auswahlliste von Unterrichtsmaterialien zur deutschen Frage. (BIOst-Str)